Hameray Classroom Literacy Blog!

Using Leveled Books to Teach Literature Standards in Second Grade,  Part 2: Informational Text

Posted by Geraldine Haggard on Nov 12, 2015 3:30:00 PM

GHaggardbiopicThis is a guest blog post by Dr. Geraldine Haggard, who is a retired teacher, Reading Recovery teacher leader, author, and university teacher. She spent 37 years in the Plano, TX school system. She currently tutors, chairs a committee that gifts books to low-income students, teaches in her church, and serves as a facilitator in a program for grieving children.

To recap from my previous post on literature standards for grade two, the national standards for grade two require the use of the genres of fiction and expository informational texts. In this set of two posts, I use the Story World Real World series: The Lion and the Mouse from Story World and Lions from Real World. The labels before each standard begin with "RL.2." and the number of the standard follow. The "RL.2." part means Reading, Literature, Grade 2. The standards are arranged under designated areas of the uses of literature. The standards in this post are based on informational texts. You can read Part 1, in which I covered the fiction standards, by clicking here.

STANDARDS FOR INFORMATIONAL TEXTS

These ideas for ways to support these standards are based on the informational text Lions.

RL.2.2 Identify the main topic of a multi-paragraph text, as well as the main focus of a specific paragraph.

Lions:

Several pages of this book (pages 5, 6, and 8) can be used as examples of paragraphs. Ask the students to read these pages and then suggest they be an author and give that page a title. Explain that their title is the main thing the author wanted them to know after they read the paragraph. As teacher, you might model and think aloud with page 5 and then ask the children to work with a partner to decide the focus of page 6. They should then be able to work alone and think about the focus or main idea of page 8. Ask them to share their foci of page 8.

RT L.2.4 Determine the meaning of words and phrases in texts relevant to a grade 2 topic or subject.

Lions has a glossary that can be used before, during, and after reading. There is also an index that includes words from the story. Students can be asked to go to the index, find a certain word, and read the page designated and determine its meaning. Suggest they use what they know about sounds of letters, words within words, and meaning as they consider the meaning of the word.

Another source of meaning for certain words is the use of bolding to identify important words. The students can, again, use pictures and other cross checking cues to decide the meaning of the words. There are questions on each page that require the students to think about the vocabulary. They can check their answers in the back of the book in the glossary.

RL.2.5 Know and use various text features to locate key information in a text efficiently.

The previous suggestions for the last standard also touched on in this standard. I suggest using the index to find answers to questions. Suggested questions include these:

  • Why are lions good hunters?
  • What would you call a group of lions?
  • Where would you find a lion?
  • What is one amazing fact about lions?
  • What kind of animal is a lion?
  • On what page can I find the meaning of a word?

The above questions can be shared on a board, a screen, or a worksheet copy given to each child. The child could write his answers in his journal and the group can discuss how they found the answers. Model the first question for the class, sharing aloud the procedure you used to decide which page you went to find your answer. Remind the students that the index is found in the back of the book.

RL.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

After reading the book and using it in discussion and writing, the following questions can be answered by the students:

  • What questions and answers did the author give? (Ask the children to share examples.)
  • What is an explanation? What are some things the author explained? (Find an explanation in the book.)
  • What is something the author described? What do you do if you describe something?

RL.2.8 Describe how reasons support specific points the author makes in a text.

  • How can we can tell the male lion from the female lion?
  • How do we know a pride is large?

What do we know about how lions eat their food? (This question is more difficult, but the answer is in the text.)

~~~

Geraldine Haggard is the author of several books from our Kaleidoscope Collection Series. For more information about the Kaleidoscope Collection Series click HERE to return to our website or click the series highlight page to the left below. For more information on the Story World Real World series featured in this post, click here or click the image to the right below.

 New Call-to-Action New Call-to-Action

Read More

Topics: Common Core, Literature, Real World, Informational Text, Leveled Readers, Geraldine Haggard, Second Grade, Grade Two

Using Leveled Books to Teach Literature Standards in Second Grade,  Part 1: Narrative Text

Posted by Geraldine Haggard on Nov 5, 2015 3:30:00 PM

GHaggardbiopicThis is a guest blog post by Dr. Geraldine Haggard, who is a retired teacher, Reading Recovery teacher leader, author, and university teacher. She spent 37 years in the Plano, TX school system. She currently tutors, chairs a committee that gifts books to low-income students, teaches in her church, and serves as a facilitator in a program for grieving children.

The national standards for grade two require the use of the genres of fiction and expository informational texts. In this set of two posts, I use the Story World Real World series, which are paired texts designed for this purpose. The back of each book in the series shows how titles from the series can be paired together to integrate the two types of literature. The purpose of the design of the standards is to develop strategies for reading and scaffolding information from both types of texts. The ability to do this will provide the students with opportunities to develop strategies needed to read and use both fiction and nonfiction as demanded in social studies, science, and other content areas as they study, write, and participate in content subjects in the upper grades.

The two books chosen for this set of posts are The Lion and the Mouse from Story World and Lions from Real World. There are multiple ways to use the books with children with varied independent reading levels.

The labels before each standard begin with "RL.2." and the number of the standard follow. The "RL.2." part means Reading, Literature, Grade 2. The standards are arranged under designated areas of the uses of literature. The standards in this post are based on fiction stories. I’ll go over the informational text standards in Part 2.

KEY IDEAS AND DETAILS

RL.2.1 Ask and answer questions: WHO, WHAT, WHERE, WHEN, WHY, and HOW.

The Lion and the Mouse:

  • Who are the characters in the fable?
  • What are some things each character did?
  • What happened to the lion?
  • Where was the lion?
  • When do you think the story happened (daytime, etc.)?
  • Why did the lion change his mind about the mouse?
  • How did the mouse feel when it saw the lion in the net?

Invite children to ask their questions based on the question words. They might quiz each other using questions they write.

RL.2.5 Describe the overall structure of a story, including describing how the beginning and the ending conclude the action.

The Lion and the Mouse:

Ask the students to read the book title and page 2. Invite them to share questions about what they think will happen in the story. Record these questions for students to review after the story is read. Guide a discussion based on which of their questions were answered by the story. Explain that they used the beginning of the story to ask unanswered questions and after reading they can read/reread the last page to determine the ending of the story. Explain that the story ended, or had a conclusion. What happened between pages 2 and 16 happened between the first and last part of the story.

RL.2.6 Acknowledge differences in the points of view of characters, concluding by speaking in a different voice for each character when reading dialog aloud.

The Lion and the Mouse:

Select a subject for which the children can share their points of view. (How they are special? What is their favorite game and why?) Several can share their points of view and the group can talk about how their points of view were different. You can explain that the lion changed his point of view about the mouse. Ask them to think about this as they read. Why did the lion change how he felt about the mouse?

At the beginning of the story (page 2) what point of view did everyone have of the lion? What was the lion's point of view about himself (page 6)? What was baby monkey's point of view about the lion (page 11)? What was the mouse's point of view about himself (page 15)?

After reading, invite the children to reread, speaking as the lion, mouse, or monkey did in the story. What emotions are they sharing as they become one of the animals. How did each animal feel as it spoke?

RL.2.7 Use information gained from the illustrations and words in a digital text to demonstrate the understanding of its characters, setting, or plot.

This standard is based on use of computer versions of the story, but can also be taught using the illustration of the book. If students are using computers, they can read versions of the story from the web.

The Lion and the Mouse:

CHARACTERS: Discuss the illustrations on pages 2–6. What do these pictures tell us about the lion as the story begins? Study the picture on pages 7–9. What do these pictures tell us? (Elicit several responses for each question.) Study the pictures on pages 10–14. What do these pictures tell us? What do the pictures on the last two pages tell us?

SETTING: Remind the children that the setting includes where and when the story happened. Where does the story take place? Is the time of the setting day or night? What kind of weather do you think the animals are having? Why? Ask the students to write and share sentences about the setting.

RL.2.9 Compare and contrast two or more versions of the same story by different authors.

Visit the school library and check out more versions of the fable The Lion and the Mouse. There are also several websites that contain versions of the fable. You might use a read-aloud and ask the children how the two stories were alike or different.

  • Did the stories have the same characters?
  • Did they end in the same way?
  • Which version did they like the best and why?
  • Was their choice of a favorite based on a difference between the two versions?
  • What were the differences?
Several copies of the story versions could be placed in the class library or used in shared reading groups or at computer centers.

~~~

Geraldine Haggard is the author of several books from our Kaleidoscope Collection Series. For more information about the Kaleidoscope Collection Series click HERE to return to our website or click the series highlight page to the left below. For more information on the Story World Real World series featured in this post, click here or click the image to the right below.

 New Call-to-Action New Call-to-Action

Read More

Topics: Common Core, Literature, Story World, Narrative Text, Leveled Readers, Geraldine Haggard, Second Grade, Grade Two

Subscribe to Email Updates

Recent Posts

Posts by Topic

see all

Follow Me